Assessing the Effectiveness of Flipped Classroom Models in Chemistry Education
Keywords:
flipped classroom, teaching, chemistry, education, active learningAbstract
This article critically assesses the implementation and impact of flipped classroom models in chemistry education. By evaluating diverse case studies, the research highlights improvements in student engagement and academic performance. The analysis contrasts traditional teaching methods with the flipped approach, focusing on its effectiveness in facilitating active learning and conceptual understanding. The findings support the flipped classroom as a viable alternative to enhance chemistry teaching and learning experiences.
References
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